New Era University

No. 9 Central Ave. New Era, Quezon City

Research Title:
The Levels of Anxiety of 2nd year BSTLE students, school
year 2014-2015 in relation to their Coping Mechanisms
that affect Academic Performances

Submitted By:
Banate, Caselyn B.
Fortes, Ryann Christopher A.
Submitted To:
Prof. Lilybeth Cruz

S.Y. 2014-2015

ACKNOWLEDGEMENT
We would like to acknowledge the presence of those
people who
Helped and rendered a great moral support to us in
Accomplishing this research, to my cousin lace who
had been
Supporting me since the day I started to do this
research and to
My aunties who also helped me in this research and
correcting
My grammar and being there for me whenever I need
your
Guidance, to our colleagues for their cooperation in
answering
The survey, to our dear professor, Lilybeth
Cruz for being such a good teacher to us. I learned a
lot from you,
You taught us how to be responsible one. Youre so
nice maam.
Thank you very much for everything you taught to
us, and most

Especially thank you Almighty God to your

continuous blessings.
God Bless Us!

TABLE OF CONTENTS
CONTENTS:

PAGE

NO:
TITLE
PAGE
.....................................................
ACKNOWLEDGEMENT........................
..
CHAPTER I: THE INTRODUCTION

Background of the study.

Conceptual Framework...
Statement of the Problem....

Hypothesis...
Significance of the Study.
Scope & Delimitations.

Definition of Terms.

CHAPTER II: REVIEW OF RELATED LITERATURE & STUDIES.

..

Related Literature...

Theoretical

Framework..

CHAPTER III: METHODOLOGY . ....

Methodology...
Research Design.
Statistical
treatment..
.......................
Data
Gathering
Procedure..............
Instrument..
CHAPTER IV: PRESENTATION & INTERPRETATION OF DATA.
CHAPTER V: SUMMARY & CONCLUSIONS & RECOMMENDATIONS.

Summary...
Conclusion
Recommendations.
BIBLIOGRAPHY..
APPENDICES..................................................................................
.........................
Survey Questionnaire.
Curriculum Vitae

Introduction
Background of the study:
Students are one of the most stressed-out people in the world.
A typical day in school is like a lifetime torment on earth-read loads
and loads of books, write tons and tons of notes and assay, and endure
endless hours of listening lectures from professors. Thus, students take a lot
of intestinal fortitude to survive the rigors of campus life.

Moreover, it is obvious that the psychological well-functioning of

students cannot be equated to sheer off these difficulties and tensions. For
as long as student has aspiration to fulfil, responsibilities to meet, social
interactions to deal with, problems and frustrations will come his way. These
may lead anxiety. Effective psychological functioning is therefore to be
conceived on discovering adequate and appropriate means of dealing with
these stressors.
These consequences show that anxiety and coping
mechanism are prevailing conditions that exists in academic life of the
students. Thus, what is anxiety and what is coping mechanism? this
research provided more discussion on the said topics.
Anxiety is by no means the exclusive property of either the students or
neurotic. (Gilmer, B. Von, 1970). Anxiety for all practical purposes a
universal problem. It has two kinds, such as normal anxiety and abnormal
anxiety. The former, entails a sense of helplessness when one is unable to
find a solution to demanding problem. For instance, those anxious moments
before going into exam. The latter, is manifested in varying degrees. At one
end of the scale, it involves feeling and behaviour which keeps the person
functioning efficiently; at the other end it may involve panic. A person with
abnormal anxiety usually complains headaches, and upset stomach, cannot
think clearly or concentrate, and feel tired all the time. Furthermore, this
person has feeling of failure and dread without knowing why.
However, in some other studies, anxiety is distinguished in two,
namely the trait- anxiety and state-anxiety. The former refers to a more
or less stable level of anxiety that people normally experience in their dayto-day. Concentration with reality. It is the result of past experiences in
dealing with threats and thus becomes an acquired and learned disposition
and determines a persons view of and reaction to stress. The latter
fluctuates in response to change in the environment, and therefore situationspecific.
On the other hand, coping mechanism shield an individual from
individual discomfort elicited by stress. Their main purpose is to ward off
unwelcome emotions or to reduce their intensity. Foremost among the
emotions guarded is anxiety. Coping mechanism accomplish their goals by
distorting reality so it does appear so threatening. For example the student
doing very poorly in school and he is danger of flunking out, initially might
use denial to block awareness of the possibility that he could flunk out. This
might temporarily fend off feelings of anxiety. If it becomes difficult to deny
the obvious, he might resort to daydream about he will salvage adequate
grades by getting spectacular scores on the upcoming final exams, when the

objective fact is that he is hopelessly behind in his study. Coping mechanism

work their magic by bending reality in self-serving ways.
From these started facts, the researchers had come up with some
propositions about the said topic such as (1) stressful factor or the stressor is
highly related to anxiety, (2) the level of trait-anxiety in relation to coping
mechanism and (3) the kind of coping mechanism that can be healthy
depending on circumstances. The first proposition in which stressful situation
is highly correlated to anxiety refers to the fact that anxiety is a reaction to
stress. A situation becomes a stressor; if there is disturbed equilibrium due to
(external or internal) demand that beyond the scope of adjusted capacities.
A student for instance, who wants to have passing grade but unequipped
with skills is trapped to a stressful situation, thus, he is anxious.
The second proposition is that the level of anxiety is highly correlated
to coping mechanism. There is a study which says that highly anxious
subjects had more denial and rationalization responses that low anxious
subject. The last proposition is that, coping mechanism have a relationship to
ones performance. This implies that a person with realistic response to a
stressful situation seems to achieve success than a person who is active in
avoiding problem. The researchers believe that the said propositions should
be studied because there is a great demand in mental health education. The
variables in this study such as antecedents of anxiety, anxiety level and
coping mechanism may serve as a guide for counsellors, Professors and
mental health professionals in helping the students to maintain effective
adjustment.
Furthermore, this study attempts to further seek if academic course
students can be attributed as stressor information to level of anxiety. It also
tries to determine particularly, the level of trait-anxiety of certain students in
connection to coping mechanism. Finally, it deals to provide if coping
mechanism affect academic performance.

Conceptual Framework:

INPUT OF STRESSOR
INFORMATION
1 Academic Course
a BSTLE

LEVEL OF ANXIETY
1 High Anxiety
2 Average Anxiety
3 Low Anxiety

COPING MECHANISMS

ACADEMIC PERFORMAMCES
AS AN OUTPUT OF ENERGY

The researchers hypothesized that academic course is an output of

stressor information that affects level of anxiety. The latter is highly
related to coping patterns that affects the academic performances
which is an output of energy.

Statement of the problem:

This study was conducted to investigate the relationship between the

levels of anxiety Trait-Anxiety, Coping Mechanisms, and Academic
performance of second year BSTLE students, the school year 2014-2015.

Specifically, the study sought to answer the following questions:

1 Is there a significant relationship between academic course and levels

of anxiety of third year BSTLE students?

2 Is there a significance relationship between levels of anxiety and

coping mechanism of third year BSTLE students?

3 Is there a significance relationship between coping mechanism and

academic performance of a third year BSTLE students?

Hypothesis:
This investigation was conducted to find out if there is no significant
relationship of level of trait-anxiety, coping mechanisms, academic course,

and academic performances among 2nd year BSTLE students, school year
2014-2015.

Specifically, the study attempted to test the following hypothesis:

1 There is no significant relationship between academic course and level

of anxiety of the 2nd year BSTLE students.

2 There is no significant relationship between level of anxiety and coping

mechanism of 2nd year BSTLE students.

3 There is no significant relationship between coping mechanisms and

academic performance of 2nd year BSTLE students.

Significance of the study:

BSTLE is an education course and maybe one of most difficult course
offered in New Era University. Hence, it is the general objective of this

research to contribute informations on psychological adjustment of the

students, specifically these are the following:

1 To determine the level of anxiety of the students

2 Provide a better understanding of coping mechanism employed by the

students with high, average and low anxiety.
3 To find out if coping mechanism of the students plays an important role
in determining the chance of doing well in academic performances.

4 To further seek if being student in education course affect the level of

trait-anxiety.

5 To find out if the three groups (high, average, low anxiety) differed in
the type of coping mechanisms used.

6 To find out the effectiveness of coping mechanism to academic

performances.

Scope of the Study:

This investigation was conducted having the second year BSTLE
students of New Era University

Levels of anxiety are to determine in relation to their coping patterns that

affect academic performances.

Delimitation of the Study:

The researchers chose 2 nd year BSTLE students as the participants of
the study. This study focused only trait-anxiety and coping mechanisms.

Definition of Terms:
1 Academic Course- Refers to the stressful informations such as
BSTLE course offered at New Era University that became a past
experience of the students that affect his/her level of anxiety.

2 Academic Performance- Can be defined by output of energy,

involves the average grade of BSTLE students from first year.

3 Coping Mechanisms- is defined as the way the individual deals with

anxieties of life, or efforts to control, reduce or learn to tolerate the
threats that leads to stress,
4 Trait-Anxiety- Is the result of past experiences in dealing with
threats, and thus becomes and acquired or learned disposition. It
determines a persons views of and reaction to stress.

CHAPTER TWO:

REVIEW OF
RELATED
LITERATURE AND STUDIES

REVIEW OF RELATED LITERATURE

This study is anchored by three main propositions; the relationship of
academic course as stressor of information and level of anxiety, the
relationship of level of anxiety (trait-anxiety) and coping mechanism and the

relationship of coping mechanisms academic performance, thus, the

researchers separately presented in this chapter the significant findings of
local and foreign literature and studies on each already stated propositions.
The relationship between academic course as stressor information and trait
anxiety

The term stress has been used in different ways by different theorist.
Some such as Thomas Holmes (1979), demands. Richards Lazarus,
argues that stress is neither a stimulus nor a response. He concluded that
stress resides neither in the situation nor the person; it depends on the
transaction between the two. It arises from how the people appraise an
event and adapts to it. Wayne Waiten, analyses multidimensional to stress.
A potentially stressful event, such as a major exam, will elicit a subjective
cognitive appraisal of how threatening the event is. If the event is viewed
with alarm, the stress may trigger emotional (annoyance, anger, anxiety,
fear, grief), psychological and behavioural response. (Psychology Applied
to Modern life, 1991). This facts support the researchers view on stress as
a stimulus.
A study entitled Coping Patterns of High and Low anxious soldiers
acknowledges the effects of an individuals personal history on trait-anxiety.
It emphasizes that stressful energy on information such as family
background and demographic variables, personality differences, extension
and nature of perceived stress in combat and degree and nature of perceived
emotional supports received from the military organization, family significant
other persons affect degree of trait-anxiety.
(Dayan, N., 1984). This study supports the researchers first assumption on
stressor information in relation to anxiety.
On the other hand, the term state-trait anxiety was found on Charles
D. Spielbergers state-trait anxiety inventory emotional state or condition of
the human organism that varies in intensity and fluctuates overtime, its
intensity as expected to be high in circumstances perceived situations, while
the trait-anxiety (A Trait) is a relatively
Stable individual differences between people in responding to situations
perceived as threatening (Spielberger, C., 1970).

Moreover, trait-Anxiety is more or less stable level of anxiety that

people normally experience in their day-to-day confrontation with reality. It is
distinguished from state-anxiety. Which fluctuates in response to changes in
the environment, and this therefore, situation-specific. Trait-anxiety is the
result of past experience in dealing with threats and thus becomes an
acquired or learned disposition. It determines a persons view of a reaction to
stress (Lazarus, R., 1966)
In the said State-Trait Anxiety Inventory was in a local study entitled
Cebuano Adolescents State-Trait Level of Anxiety. The study found out
that there is no significant differences between the anxiety scores of males
and females, there is no significant difference between the scores of
sophomores and seniors, and there is no significant difference between the
anxiety scores of students with educated and professional parents and those
with less educated parents (Thamavidita, A., 1981)
The relationship between Level of Anxiety and Coping
Mechanism.
Weather trait-anxiety is a result of the individuals problem solving
history or the result of his early up- bringing, there is a general agreement
that the level of anxiety is highly related to adjustment or to coping
behaviour. This relationship is exemplified in the study done by Hall (1974) ,
where high and low anxious subjects were differentiated Vis--vis type of
defensive reactions to various stress situations. Of his findings is that, in the
failure situation, high-anxious subjects had more denial responses and fewer
rationalization response than low anxious subjects. It shows that highanxious individuals use a different type of defence than the low-anxious
individuals. (Phil. Journal of Psychology, 1984).
The relationship between coping mechanism and academic
performance
Due to the lack of specific study on the relationship of coping
mechanism and academic performance, this part is only presents studies on
coping mechanisms used by student that help researchers in analysing the
said variables.
The arousal of anxiety is crucial event in Freuds theory of personality
functioning. Anxiety is distressing, so people try to rid themselves of these
unpleasant emotions anyway they can. This effort to ward off anxiety often
involves the use of defence mechanism according to the psycho-dynamic

approach. However, this study used only ten defence mechanism that is
based in (C.M.I.) questionnaires, and these are the following:
a Denial- Refers to a negative fantasy where the egos displace its
anxiety by renouncing what the eye sees and the ears hear, the
language provide.
b Withdrawal- It is a pattern of behaviour characterized by the person
removing him or herself from normal day-to-day functioning with all of
its attendant frustrations, tensions, and disappointment. Here the
sense is of neurotic removal of self from normal social discourse,
accompanied by uncooperativeness and irresponsibility.
c Displacement- This refers to discharging pent- up feelings, usually
hostility on subject, less dangerous things, those which initially arouse
emotions.
d Atonement- If you atone for something wrong that you have done, you
say you are sorry, and try to make everything better again.
e Compensation- Seeking a substitute for something we do not have or
something attainable. Freud elaborated upon it extensively, viewing it
as one of the basic defence mechanisms that certain individuals use
to make up for particular deficiencies and to cover up the personal
shortcomings associated with them so as to prevent them from
reaching consciousness.
f Intellectualization- To distance oneself from the emotional experience
of a painful event by focusing solely on the cognitive and rationale
aspects, becoming very analytical and very objective.
g Sublimation- Refers to the diverting unacceptable channels that serve
society.
h Projection- Emotional rejection of unacceptable feelings or thoughts
through the process of attributing them to or seeing them in others.
i Aggression- Refers to an acts that involves attack, hostility, etc., that
are assumed to be motivated by fear or frustration, desire to produce
fear flight in others, or to push forward ones ideas or interests.
j Altruism- Refers to the elevation of welfare, happiness, interests or
even the survivals of others above ones own, behaves so as to
increase the safety, interests or life of others while simultaneously
jeopardizing ones own.

 Theoretical Framework:
The theoretical framework of this study for anxiety is based on Charles D.
Spielbergers state-trait theory of anxiety.
According to Spielberger, the author of the S-T-A Inventory (STAI),
even of the objective methods of S-R Psychology (Behaviourism), have
helped to clarify the psychological as well as the behaviour reactions
produced by stressful experimental condition, still, they are not adequate.
Instead, he believes that one has to respond the role differences in
personality and the past experiences that influence the individuals appraisal
of and reaction to a particular situation. He used the term emotions refer
to complex qualitatively different feelings, state or condition of human
organism that both phenomenological properties. He also believes that the
long neglected phenomenological experiment properties of emotions must
be investigated in their own right. Spielberger claims that there has been
little research on identifying phenomenological aspect of emotional
reactions. Since 1972, his S-T-A Inventory has been used widely around the
world. He is the author of the 1978 Book Cross Cultural Research on Anxiety.
Like Freud and Bazowitz, et al. (1975), Spielberger regarded anxiety
as an emotional state that is consciously experienced-that anxious individual
can observe and describe his own unpleasant feelings.
His state-anxiety (A state) refers to a transitory emotional state or
condition of the human organism that varies in intensity and fluctuates
overtime. Its intensity is expected to be high in circumstances perceived as
threatening and low in non-stressful situation.
This research was also in accordance to the theory of learning.
Theoretically, learning is a relatively permanent change in behaviour brought
about experience. This theory of learning encompasses the classical
conditioning theory as a kind of learning in which previously neutral stimulus
comes to elicit a response through its association with stimulus that naturally

brings about the response. And the process the underline classical
conditioning was sought by researchers to explain why anxieties are learned
by individuals especially by students regarding their academic course.

CHAPTER THREE:

METHODOLOGY

Research Design

We conduct a survey to the students in New Era University. The 30

respondents were convenient randomly selected. This study is the best way
to explain, examine and accomplish the study.

Statistical Treatment of Data

We determine the location and tallied the number of the respondents. All the
data gathered by researcher are analyse and interpreted as given by the
respondents.

Quezon City

f x 100
=
n

Where:

f = frequency
n = respondents
% = percentage

Data Gathering Procedure

We used the following method for gathering necessary data. We used the
common method in gathering data by distribution of questionnaires to our
classmates and other students in New Era University.

Instrument
We used questionnaire as our instrument of gathering data.

CHAPTER FOUR:

PRESENTATION &
INTERPRETATION OF DATA

Respondents: We have 24 respondents. All of them are 2 nd year & some

are 4th year students form New Era University.

Table 1
Gender of the Respondents

Gender

Frequency

Percentage

Rank

Girl

37.5%

Boy

15

62.5%

TOTAL

24

100.0%

With the 24 respondents, 9 of them are girls and 15 out of all are boys.
Therefore, this 62.5% are boys and 37.5% are girls, states that boys are
much more on the Level of Anxiety that affect their academic performance
than girls.

Table 2
Age of Respondents

Age
16

Frequency
5

Percentage
20.8%

Rank
3

17

37.5%

18

10

41.7%

TOTAL

24

100.0%

The 24 respondents, 5 or 20.8% of them are 16 years old, 9 or 37.5%

of them are 17 years old and 10 or 41.7% of them are 18 years old which is
the age of 18 students have the most affected of anxiety in their academic
performance.

Table 3

Frequency

Percentage

Rank

Yes

18

75.0%

No

25.0%

TOTAL

24

100.0%

I am afraid of making mistakes

With the 75% out of 100% said that they are afraid of doing mistakes.
While the remaining 25% that they dont mind what they have done wrong to
others or to their selves.
Table 4

Frequency

Percentage

Rank

Yes

10

41.7%

No

14

58.3%

TOTAL

24

100.0%

I am afraid of my Professors
The 10 students or 41.7% said that they are afraid when their
Professors scolded them in times of passing requirements. While the other 14
students out of 24 that we gathered data, said that they dont mind even if
they dont passed on their subject.
Table 5

Frequency

Percentage

Rank

Yes

17

70.8%

No

29.2%

TOTAL

24

100.0%

I dont have my allowance sometimes

17 students agreed that they have no allowance sometimes due to the
difficulty of life and sometimes the money gave by their parents is not
enough for buying materials to their project. While the other 7 students that
disagreed is that because they belong in a wealthy family so they dont mind
if they buy expensive things.

Table 6

Frequency

Percentage

Rank

Yes

16.7%

No

20

83.3%

TOTAL

24

100.0%

I am absent in class
The 4 students that sometimes absent in class is because they cant
handle the burden of all the requirements that they need to pass on time for
their grades and sometimes they said that cant understand on what the
Professor discussed. While the 20 students said that study hard for a better
life in the future.

Table 7

Frequency

Percentage

Rank

Yes

37.5%

No

16

62.5%

TOTAL

24

100.0%

I am too easily to discourage

Base on the survey that we conducted, 37.5% or 9 students agreed is
because they are shy and afraid of what mistake they will do in front of the
class. While the 62.5% or 16 students are confident is because they know
that it will have a good result in grade.

CHAPTER FIVE:

SUMMARY & CONCLUSIONS

& RECOMMENDATIONS

 Summary
This study aims to find out on how much effect of having an anxiety or
fear in academic performance in school or in class. Lots of student problems
lead to absence in class, easily discourage, afraid of their Professors, afraid
of making mistakes, and sometimes money problems.
Based on the data we gathered, we made a survey questionnaire that
answered by the 24 random BSTLE students in New Era University.

Conclusions

Based on all the data and result of the survey. We found out the following
conclusions:
1. The bigger percentage of the students under the having of an
2.
3.
4.
5.
6.
7.

anxiety are Boys.

18 year old students are much more having of an anxiety that
affects their performance in school.
More percentage on students who accept that are afraid of their
mistakes they made.
Most students dont afraid to their Professors.
A bigger percentage on students who are poor or dont have enough
money.
A bigger percentage on student that attends their class, never
misses their subjects.
More percentage on students who are self-confident in class.

Generally, we concluded that having an anxiety is a big factor that

affects their academic performances in school or in class. As the gathered
data, shows that they dont have enough money. They are afraid to their
Professors. They are self-confident. They attend class. They are afraid of
their mistakes. Because it is a part of being a College Student.

Recommendations:
Since, the conclusion were based on the said level of significance, the
researchers wish to suggest the following:

1. The faculty of BSTLE should be familiar to the patterns of coping

mechanisms used by these students in meeting problems. Knowing
their students will make them more supportive, understanding, and
able to guide the students towards independence, maturity, and
effective education.

2. Instead of using denial and withdrawal as a coping mechanism, the

researchers recommend the use of problem solving constructive
coping, in conquering stress-producing problem. This can be facilitated
by the following steps:
a. The students should clarify the problems.
b. Generate alternative courses of actions.
c. Students should take actions while maintaining their flexibility.

BIBLIOGRAPHY

Friedman, Alfred et, al, eds., 1975- Comprehensive textbook of

Psychiatric.

Hall, B., 1974- Stress, Trait-Anxiety and type of coping process.

Doctrinal Dissertation. Florida State University

Lazarus, R.S., 1966- Psychological Stress and coping process. New

York: Hill Book.

Pazminda, L., 1980- Filipino Adolescents. Disserion.

Spielberger, C. D., 1970- State-Trait Anxiety Inventory Manual.
Califonia: Consulting Psychologist Press Inc.

Thamavidia, A., 1981- Cebuano Adolescents State-Trait Level of

Anxiety.

Von Gilmer, B., 1970- Psychology: Harper and Row Publishers.

Wayten, W., 1991- Psychology Applied to Modern Life: New York:
Mc Graw Hill Book.

APPENDICES
Coping Mechanism and Common Problem Survey

Age: _____
Gender: _____

Instructions: Please check the common problem that you

experience in your academic course and fill-up the corresponding
column that will describe the way you deal with problem which you
have chosen.

_____1. I am afraid of making mistakes

______________________________________
_____2. I am afraid of my Professors
______________________________________
_____3. I dont have my allowance sometimes
______________________________________
_____4. I am absent in class
______________________________________
_____5. I am too easily to discourage
______________________________________

 CURRICULUM VITAE

I.

II.

Personal Data:
Name:
Nick Name:
Birth Date:
Course/Year:
Description:
Civil Status:
Religion:

Banate, Caselyn B.
Kc, Case, Cassey
November 29, 1993
BSTLE/4th year
Tender and Beautiful
Single
Iglesia Ni Cristo

Educational Attainment

Elementary:
Year Taken:
High School:
Year Taken:
College:
Course Taken:

Commonwealth Elementary School

2006
New Era High School
2010
New Era University
BSTLE

III. Attended Seminar:

Providing Wider Career Options to Match Skills and Aspired
Vocation
KPUP Seminar
Food Handling and Garnishing
House Keeping (NC II)
Handling Emergencies
Career Professionalism

IV. Personal Data:

Name:
Fortes, Ryann Christopher A.
Nick Name:
Rae, Rye, Ryann
Birth Date:
September 30, 1997
Course/Year:
BSCS/2nd year
Description:
Kind and Friendly
Civil Status:
Single
Religion:
Iglesia Ni Cristo

V.

Educational Attainment

Elementary:
Year Taken:
High School:
Year Taken:
College:
Course Taken:

Union Institute Of Rosario

2010
Union Institute Of Rosario
2014
New Era University
BSCS